Little Learners Day Nursery

What is it like to attend this early years setting?

Children are eager to arrive at this setting. They bounce through the door and are welcomed by enthusiastic and friendly staff. Children are happy and settled. The setting has recently undergone several changes, including the introduction of a new management team. Parents comment on the positive impact this has had on their children. For example, the setting now offers more structure to children's learning.

The curriculum is designed to encourage children's skills of investigation and exploration. Children are delighted as they fill containers with leaves, twigs and bark. They use these to 'bake'. Children discuss the ingredients with each other, pouring in 'milk' and adding 'more flour'. Staff encourage children's understanding of mathematical language, such as 'heavy' 'full' and empty'. Children learn language that supports their future learning. They engage well. For example, children demonstrate good concentration as they scoop shaving foam into cake cases. They develop their small muscles and dexterity as they work with their friends to decorate the 'cakes'. Staff consistently model kind and caring behaviour. As a result, children's behaviour is good. They listen to each other and generally respond to staff's requests. Staff talk to parents to gather relevant information about children, for example, they ask about health needs, such as allergies. This helps them to keep children safe.

What does the early years setting do well and what does it need to do better?

• Managers and staff review and adapt provision. For example, they note that a group of children currently learn best when engaged in more physical activities. Staff have adapted the rooms to allow these children more space and easy access to the outdoor area. This has resulted in children being calmer and better engaged in learning.
• The setting has recently increased the number of permanent staff employed to work with children. As a result, the key-person system is improving. Children have an allocated member of staff who knows them well. This helps staff to support children's individual needs. However, sometimes children attend the setting on different days to their key-person. Systems are not embedded to fully support children's learning on these occasions.
• Most staff demonstrate a good understanding of child development. This helps them to provide learning that consistently builds on children's current stage and ability. Children make good progress. However, occasionally, staff with less secure knowledge offer learning that is too difficult. For example, children are asked to use scissors before they have developed the dexterity to hold or manipulate them. On these occasions children enjoy their play but they do not build on their existing skills.
• Staff help children to consider healthy lifestyles. For example, they discuss with children why they might need a hat when playing outdoors in the sunshine. Children talk about needing to drink plenty of water on sunny days. They recall previous learning, remembering the word 'hydrate'. Children begin to develop good habits and routines to keep themselves healthy.
• Transitions to school are carefully planned. Teaching staff from local schools are invited into the setting to meet the children. Pre-school staff have established a routine which children know and follow with enthusiasm. For example, children are eager to take turns in shaking the tambourine. They confidently announce to their friends that it is 'tidy up time'. Children learn to listen and to follow instructions. They work together with friends on tasks. Children behave well. They demonstrate good social skills, that are needed for their eventual transition to school.
• Staff work in partnership with parents. They speak with parents on arrival and as children leave the setting to gather and pass on information. Parents are invited to share information about children's achievements at home. However, the setting does not focus as effectively on discussing children's current targets and next steps. As a result, learning is not always consistent between the setting and home to further support children's progress.
• Staff work closely with outside agencies who offer support to children with special educational needs and/or disabilities (SEND). As a result, children with SEND benefit from structured support and consistent approaches to their care. Furthermore, additional funding is used with careful consideration. For example, the setting has purchased resources that enable children with SEND to access story telling activities.

What the setting must and should do next

The provider should:

• strengthen the Key-Person processes, so that all children are consistently supported by staff who know them well and can effectively support their learning
• improve staff knowledge of child development, so that all staff provide learning that is sharply focussed on supporting children to make progress from their current skills and ability
• increase partnership work with parent to include planned next steps for children's development, to enable children to benefit from consistent and continuous learning between the setting and their home.